Challenges to Health

General Information

Year 2 is framed around a second cycle through the body systems. The emphasis on the relationships between normal structure and function continues and builds complexity by teaching body systems. Disease and infectious organisms are introduced along with the mechanisms for 'restoring' normal function.

Broader aspects of health psychology, to underpin issues relating to chronic illness, health uncertainty and predicting or modifying health behaviour are introduced. As the year progresses behavioural sciences content is deepened by exploring the variation in health outcomes by phenotype and in individuals, groups, and populations. This is informed by discussions and readings in epigenetics, biological underpinnings of behaviour, and social and cultural diversity as well as economic disparity. Health psychology continues to enhance this knowledge with cognitive and emotional relevance.

The foundation of knowledge and skills that define a competent practitioner continues with history taking and acknowledges emotional aspects of healthcare inherent to being a patient or family member or carer and therefore essential for practitioners to recognise. Specialist communication skills are introduced by teaching the SPIKES framework of breaking bad news. Physical examination is taught in conjunction with the body systems and an acquisition of an array of related procedural skills.

The ethical complexities of health care alongside legal frameworks remain an active part of the curriculum. Placements in the community continue to provide the occupational context for healthcare systems.

  • Academic unit: Faculty of Health Sciences and Medicine
    Subject code: MEDI12-YR2
    Subject title: Challenges to Health
    Subject level: Undergraduate
    Semester/Year: January 2019
    Credit points:
  • Timetable: https://bond.edu.au/timetable
    Delivery mode: Standard
    Workload items:
    • Lecture: x36 (Total hours: 248) - Lecture
    • Workshop: x36 (Total hours: 47) - Collaborative learning space
    • Practical: x36 (Total hours: 36) - Anatomy
    • Practical: x36 (Total hours: 138) - Clinical
    • Group Learning: x36 (Total hours: 142) - Problem based learning (PBL) 2 x 2 hour sessions weekly
    • Placement: x4 (Total hours: 16) - Placement 3 community and 1 dementia placements
    • Personal Study Hours: x36 (Total hours: 586) - Recommended study hours
    • Personal Study Hours: x36 (Total hours: 587) - Recommended study hours
    Attendance and learning activities:
  • Prescribed resources:

    Books

    • Moore KL, Agur AMR, Dalley AF (2015). Essential Clinical Anatomy. 5th, Philadelphia Lippincott, Williams & Wilkins
    • Peckham M (2011). Histology at a Glance. n/a, Oxford Wiley-Blackwell
    • Purtilo RB, Doherty RF. (2016). Ethical Dimensions in the Health Professions.. 6th, St. Louis, United States Elsevier
    • Kumar V, Abbas AK, Aster JC, (2018). Robbins Basic Pathology. 10th, Philadelphia Saunders
    • Glasziou PP, Del Mar C, Salisbury J. (2007). Evidence-based practice workbook. 2nd, Massachusetts Blackwell
    • Marieb EN, Hoehn K (2016). Human Anatomy and Physiology. 10th, Boston Pearson
    • Hall JE (2016). Guyton and Hall Textbook of Medical Physiology. 13th, Philadelphia Saunders Elsevier
    • Crossman AR, Neary D. (2015). Neuroanatomy. An illustrated colour text. 5th, Churchill Livingstone
    • Rang HP, Dale MM, Ritter J, Flower R, Henderson G (2016). Rang and Dale's Pharmacology. 8th, Edinburgh Churchill Livingstone
    • Bryant BJ, Knights KM (2015). Pharmacology for Health Professionals. 4th, Chatswood Australia Elsevier Australia
    • Lee G, Bishop P (201). Microbiology and Infection Control for Health Professionals. 6th, Pearson
    • Jorde LB, Carey JC, Bamshad MJ. (2016). Medical Genetics. 5th, Philadelphia Mosby
    • Hoffmann, T, Bennett S, and Del Mar C (2017). Evidence-based practice across the health professions. 3rd, Chatswood NSW Australia Churchill Livingstone Elsevier
    • Talley NJ, O'Connor S (2017). Clinical examination: a systematic guide to physical diagnosis. 8th, Sydney Australia Elsevier
    • Ayers S, de Visser R (2018). Psychology for Medicine. n/a, London SAGE
    • Smith JD (2016). Australia's Rural and Remote Indigenous Health. 3rd, Sydney Australia Elsevier
    • Pakurar AS, Bigbee JW (2010). Digital Histology: an interactive CD atlas with review text. 2nd, Hoboken, USA Wiley-Blackwell
    • Moore KL, Dalley AF, Agur AMR (2018). Clinically Oriented Anatomy. 8th, Philadelphia Wolters Kluwer
    After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
    iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.

    To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
    Class recordings:

    The primary workload items for this subject will be recorded for the purpose of revision.

    These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.

    See the Recording policy for further details.
Academic unit: Faculty of Health Sciences and Medicine
Subject code: MEDI12-YR2
Subject title: Challenges to Health
Subject level: Undergraduate
Semester/Year: January 2019
Credit points:

Enrolment requirements

Requisites:

Nil
Assumed knowledge:

Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.

Restrictions:

Nil

Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:

  1. Identify the central structures of the organs, organ systems and regions of the body.
  2. Describe key structures that contribute to and maintain the positional arrangement of organs with respect to each other, within discrete regions of the body, including their vascularisation and innervation.
  3. Describe the central events in the development of the body systems during embryogenesis.
  4. Explain how the discrete functions of organs and organ systems are integrated to coordinate and regulate body function and maintain homeostasis.
  5. Apply knowledge of molecules, cells and tissues to explain how key structures of discrete organs and organ systems contribute to function.
  6. Explain the regulatory processes that maintain normal function of the body systems.
  7. Describe the major abnormal processes (pathological and pathophysiological) that drive cell, organ and organ system dysfunction.
  8. Explain the central compensatory mechanisms, inclusive of the immune response, that attempt to maintain homeostasis in response to abnormal processes.
  9. Explain the major mechanisms of pathogenicity of the common medically important microbes.
  10. Explain the pharmacodynamics and pharmacokinetic principles of drugs.
  11. Explain the mode of action of the common classes of pharmacological agents.
  12. Explain adverse effects as an extension of the pharmacology of a drug.
  13. Describe how the scientific basis of diagnostic testing (including imaging) enables the identification of normal and/or abnormal structure and function and the principles for rational selection of these investigations in clinical situations.
  14. Apply core elements of the scientific method to the explanation of normal and abnormal body function and regulation.
  15. Describe the use of critical appraisal and interpretation of quantitative and qualitative methods, including randomised controlled trials, systematic reviews and observational studies.
  16. Examine evidence-based approaches to diagnosis, prognosis and risk.
  17. Relate knowledge of body system structure and function to clinical and practical aspects of patient care described in problem-based learning cases.
  18. Apply the principles of autonomy, beneficence, non-maleficence and justice in patient care and problem-solving.
  19. Demonstrate an awareness of factors that impact personal wellness and recognise need for self-care as a student and future doctor.
  20. Demonstrate integrity, honesty, empathy, compassion and professionalism when interacting with patients, other professionals and society.
  21. Recognise the roles of bioethics, population health and behavioural science in promoting empathetic attitudes towards patients.
  22. Outline the biological and psychological underpinnings of behaviours relevant to health, including mood and cognition.
  23. Appreciate the influences of gender, social environment, culture, spirituality, and socioeconomic status on health and health care delivery at individual and population levels.
  24. Foster a duty of care while promoting social justice and resource stewardship.
  25. Outline the range and scope of health promotion and disease prevention programs, and be able to evaluate them using knowledge of human behaviour.
  26. Recognise suffering and quality of life as constructs that impact patients, families and health care providers.
  27. Describe the psychological impact of acute and chronic illness and death on individuals, family and health care services.
  28. Identify and begin to apply additional legal responsibilities of a medical practitioner, including good documentation practices, human research regulations, organ and tissue donation regulation, occupational medicine obligations, reproductive technologies and neonatology care.
  29. Evaluate and apply scientific methodologies including statistical analysis commonly used in clinical research, population health and behavioural science.
  30. Describe conditions and diseases that have specific implications for Aboriginal and/or Torres Strait Islander people.
  31. Identify protocols and processes for referrals and for utilising support from Aboriginal Health Workers (AHWs), other Indigenous health professionals and other support resources.
  32. Explain and evaluate common population health screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations.
  33. Differentiate between the roles of different health care professionals in health care teams.
  34. Describe the major elements of the Australian healthcare system.
  35. Observe and identify the elements of effective communication with people of different ages and from different cultures and ethnic backgrounds.
  36. Practice effective history-taking, incorporating the principles of patient-centred care and the biopsychosocial approach.
  37. Record information in real or simulated contexts (e.g. academic, medical, community) using observation and listening skills and report recorded information accurately in both oral and written formats.
  38. Perform a physical examination relevant to a patient's presenting problem.
  39. Apply basic science knowledge to the selection and interpretation of common investigations and to practical aspects of testing.
  40. Demonstrate maintenance of competency of the following clinical and/or procedural skills: basic first aid and life support; hand-washing/aseptic procedures when dealing with human subjects and patients; and measurement and recording of vital signs (pulse rate, blood pressure, body temperature and respiratory rate), parameters of growth (height, weight, girth) and body mass index.
  41. At the level of a Year 2 student demonstrate acquisition of the following clinical and/or procedural skills: IM/SC/sharps safety, IV injections/sharps safety, ECG acquisition, basic suturing, basic airway management, IV fluid management, and oxygen administration; teamwork and communication skills in simulated patient care scenario; and gaining consent and documentation of procedures.
  42. Continue to display, as appropriate, core elements of self-management, professionalism and ethical behaviour.
  43. Work as an effective member of a team including collaboration, leadership and learning with others.
  44. Evaluate one’s values, strengths and weaknesses through reflection, self-assessment, peer feedback and have awareness of one’s learning styles.
  45. Receive feedback positively and provide constructive feedback to peers and educators.
  46. Attend, be punctual, behave and dress appropriately with respect to academic studies at Bond University, including on placement.
  47. Recognise and adhere to codes and policies that define legal, ethical and professional responsibilities of a medical student and future doctor.

Generative Artificial Intelligence in Assessment

The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.

  • Type Task % Timing* Outcomes assessed
    Computer-Aided Examination (Closed) End of Semester 5 Two Exams 37.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,47
    Computer-Aided Examination (Closed) End of Semester 4 17.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,47
    Computer-Aided Examination (Closed) End of Semester 3 17.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,47
    Written Report Semester 4 Planetary Health and Sustainability Assignment 3.00% Week 8 23,24,25,43,44,45
    Written Report Semester 3 Appropriate and Effective Health Promotion 3.00% Week 11 25,26,27,42,43,44,45,47
    Written Report Semester 4 Survival Analysis Assignment 3.00% Week 11 23,29
    OSCE Semester 4 7.00% Week 14* 36,38,46,47
    OSCE Semester 5 10.00% Week 14* 36,38,46,47
    Written Report Semester 5 Dementia Placement Reflection 3.00% Progressive 20,46
    Problem-based Learning Weekly PBL Tutorials C Progressive 42,43,44,45,46,47
    *Procedural Skills Test Semester 3,4 and 5 Assessment of procedural skills C Progressive 40,41
    Essay Semester 3, 4 and 5 Clinical Placement Field Reports x 3 C Progressive 20,33,34,35,36,37,46,47
    • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
    • C = Students must reach a level of competency to successfully complete this assessment.

  • Assessment criteria

    High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.
    Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.
    Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.
    Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment.
    Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.

    Quality assurance

    For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.

Type Task % Timing* Outcomes assessed
Computer-Aided Examination (Closed) End of Semester 5 Two Exams 37.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,47
Computer-Aided Examination (Closed) End of Semester 4 17.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,47
Computer-Aided Examination (Closed) End of Semester 3 17.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,47
Written Report Semester 4 Planetary Health and Sustainability Assignment 3.00% Week 8 23,24,25,43,44,45
Written Report Semester 3 Appropriate and Effective Health Promotion 3.00% Week 11 25,26,27,42,43,44,45,47
Written Report Semester 4 Survival Analysis Assignment 3.00% Week 11 23,29
OSCE Semester 4 7.00% Week 14* 36,38,46,47
OSCE Semester 5 10.00% Week 14* 36,38,46,47
Written Report Semester 5 Dementia Placement Reflection 3.00% Progressive 20,46
Problem-based Learning Weekly PBL Tutorials C Progressive 42,43,44,45,46,47
*Procedural Skills Test Semester 3,4 and 5 Assessment of procedural skills C Progressive 40,41
Essay Semester 3, 4 and 5 Clinical Placement Field Reports x 3 C Progressive 20,33,34,35,36,37,46,47
  • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
  • C = Students must reach a level of competency to successfully complete this assessment.

Study Information

Submission procedures

Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.

Academic Integrity

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

Bond University utilises Originality Reporting software to inform academic integrity.

Feedback on assessment

Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.

Accessibility and Inclusion Support

If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.

Additional subject information

The Australian Medical Council's Graduate Outcome Statements are organised into four domains. Within this subject, the thematic framework mapped to the learning outcomes are: Scientists and Scholar Theme (learning outcomes 1-17), Health Advocate and Professional Theme (learning outcomes 18-32), and Practitioner Theme (learning outcomes 33-41). Core attributes are reflected in learning outcomes 42-47.

Subject curriculum

Approved on: Nov 2, 2018. Edition: 1.1
Last updated: Oct 10, 2022